► Middle and senior leaders in primary schools have an important role with significant accountability and responsibility. They are teaching practitioners who have a large influence…
(more)

▼ Middle and senior leaders in primary schools have an important role with significant accountability and responsibility. They are teaching practitioners who have a large influence on the quality of learning that takes place within a school. Middle and senior leaders carry out the majority of the significant conversations about teaching and learning within a school with the teachers they lead. In 2012 the New Zealand Ministry of Education produced a publication reiterating the importance of middle and senior leaders within schools. As part of that publication they identified the need for ongoing professional development and learning for middle and senior leaders to strengthen their effectiveness as leaders. However no suggestions were made in this document as to what this may look like. The purposes of this multiple case study were to explore what professional development and learning were provided to senior and middle leaders primary schools within the greater Wellington area, how effective the principals and senior middle leaders considered the professional development and learning to be, and to identify which factors enabled effective professional development and learning within a school. To answer the research questions data was collected through an online survey, focus groups and individual interviews. The findings indicated that there were two categories of organisation of professional development and learning provided within different schools; unsystematic and systematic. The more effective systematic system involved the identification of the learning needs of the middle and senior leaders through discussion or co-construction of their job descriptions, leading to a mixture of professional development and learning structures that combined sharing, collaboration and reflection to enhance leadership capabilities. In addition regular mentoring allowed for more effective leadership learning. An important factor determining the success of the professional development and learning was the deliberate actions that were carried out by the principal.
Advisors/Committee Members: Thornton, Kate.

Hesketh, M. E. (2014). The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3510

Chicago Manual of Style (16th Edition):

Hesketh, Margaret Emily. “The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context.” 2014. Masters Thesis, Victoria University of Wellington. Accessed February 22, 2019.
http://hdl.handle.net/10063/3510.

MLA Handbook (7th Edition):

Hesketh, Margaret Emily. “The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context.” 2014. Web. 22 Feb 2019.

Vancouver:

Hesketh ME. The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10063/3510.

Council of Science Editors:

Hesketh ME. The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3510

Penn State University

2.
Krauss, George E.Continuing Professional Education of Insurance and Risk
Management Practitioners: A Comparative Case Study of Customer
Service Representatives, Insurance Agents and Risk Managers.

► The purpose of this study is to understand how selected insurance practitioners learn and developed in their practices setting. The selected insurance practitioners (collectively customer…
(more)

▼ The purpose of this study is to understand how
selected insurance practitioners learn and developed in their
practices setting. The selected insurance practitioners
(collectively customer service representatives, insurance agents,
and risk managers) are responsible for the counseling and placement
of insurance products and the implementation of alternative risk
funding mechanisms for individuals and business organizations. A
qualitative comparative case study was undertaken in which 30
practitioners from 3 different occupational categories were
interviewed to discover factors, criteria, strategies and
influences affecting their continuing professional education (CPE).
A critical incident technique was utilized to elicit information on
each selected insurance practitioner’s decision making processes.
Schön’s theory of reflective practice was used to analyze each
practitioner’s reflective processes in confronting a practice
setting dilemma. The five primary themes that emerged are: CPE is
self-selected with little assurance of quality; CPE is not aligned
with organizational goals; practitioners have broad disparities in
educational level; factors affecting CPE differ by practitioner
category; and, educational level and industry certifications
promote reflection. Nine recommendations are made by the researcher
in an effort to promote the quality and competence of insurance and
risk management practitioners. These recommendations are: implement
a structured orientation; develop a positive professional
environment; develop career paths that are aligned with strategic
goals; promote practitioner education; promote internships and
mentoring programs; promote quality in CPE; encourage involvement
in professional associations; promote continuing professional
development; and, strengthen state licensing
standards.

► The study Bureaucracy and the challenges of coordination in service delivery: A comparative study of Kamanga and Kabulonga Primary Schools in Lusaka City 2010- 2014…
(more)

▼ The study Bureaucracy and the challenges of coordination in service delivery: A comparative study of Kamanga and Kabulonga Primary Schools in Lusaka City 2010- 2014 had the main aim of finding out the challenges encountered in the coordination of primary education within Lusaka City. The study was attempting to draw lessons and understand why schools within the same district and level (primary) were performing differently. There are many reasons as to why the study is important. To begin with, the information derived from this study is important in the post MDG implementation period after the end of the implementation period in 2015. Second, no research has been done on organizational design and development in the context of Africa and Zambia. While some scholars have published on educationmanagement, the aspect of bureaucratic coordination has not been adequately addressed. The study took a comparative approach to research. Qualitative research was deployed as means of carrying out the study. Both primary and secondary data were used. Primary data was collected from two schools which were sampled purposively. The researcher approached the District education office to recommend two schools (one performing well and another underperforming one). The two schools recommended are Kabulonga Primary and Kamanga Primary respectively. A sample of seven experts was then extracted including two teachers from each school, a school manager for each school and the district planning officer at district level. Data was collected using semi structured interview guides between December 2015 and January 2016. Data was collected through a recorder, transcribed and analyzed using thematic analysis. On the other hand, secondary data was obtained from policy, legal, government and internal documents. Among the major findings was that the school's locations or environments have a major impact on how they function. For instance Kabulonga performed better than Kamanga because the latter is in an area where majority are low earning poor households. Further, internally, the ability of Kabulonga to plan in a long term manner enabled the school to match resources with specific priorities, something Kamanga did not do. Furthermore, the avenues used for communication in the district have got poor information feedback mechanisms. The study thus recommended that the government should distribute resources to schools with a connotation of giving an extra financial bell out to those schools operating in poverty stricken areas since such schools cannot find other means of survival.
Advisors/Committee Members: Pretorius, Leon (advisor).

Musonda, S. (2016). Bureaucracy and the challenges of coordination in service delivery : a comparative study of Kabulonga and Kamanga primary schools in Lusaka City, 2010- 2014
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5584

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Musonda, Sikawala. “Bureaucracy and the challenges of coordination in service delivery : a comparative study of Kabulonga and Kamanga primary schools in Lusaka City, 2010- 2014
.” 2016. Thesis, University of the Western Cape. Accessed February 22, 2019.
http://hdl.handle.net/11394/5584.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Musonda S. Bureaucracy and the challenges of coordination in service delivery : a comparative study of Kabulonga and Kamanga primary schools in Lusaka City, 2010- 2014
. [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/11394/5584.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Musonda S. Bureaucracy and the challenges of coordination in service delivery : a comparative study of Kabulonga and Kamanga primary schools in Lusaka City, 2010- 2014
. [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5584

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The purpose of this concurrent triangulation mixed methods study was to understand the status of succession planning and management (SPM) efforts of the subject…
(more)

▼ The purpose of this concurrent triangulation
mixed methods study was to understand the status of succession
planning and management (SPM) efforts of the subject university as
perceived by the fulltime academic and fulltime administrative
staff. Four research questions guided this study: (1) how do
fulltime academic staff and fulltime administrative staff generally
evaluate the status of the university’s SPM efforts? (2) How do
fulltime academic staff and fulltime administrative staff perceive
eight SPM practices taking place at their respective colleges and
administrative units? (3) Do the perceived eight SPM practices
differ by occupational role, college, service years, and gender?
(4) How do fulltime academic staff and fulltime administrative
staff evaluate some factors associated with SPM processes at the
university? A survey was electronically
administered to 1,530 participants, of whom 414 were material
respondents. Also, six participants were purposely selected and
interviewed using a semi-structured interview guide. Moreover, some
policy documents of the studied university were reviewed. Whereas
quantitative methods were employed to analyze survey responses,
content analysis techniques were used to analyze qualitative data
from interview transcripts, open-ended survey responses, and
documents reviewed. Several findings emerge from
this study. First, although the subject university seems to
informally implement a few SPM practices in certain administrative
units and colleges, the status of SPM efforts at the university is
generally inadequate. Participants indicated the need for improving
SPM efforts through an urgent introduction of a systematic SPM
program. Second, results suggest that the
university does not adequately implement eight SPM practices except
for a few informal, individual-driven cases. Moreover, perception
differences on SPM practices were observed for some groups. For
example, perception differences on some practices were noted by
groups representing occupational role, college, and service years.
Third, aside from findings related to three a
priori factors—diversity consideration on SPM, impact of current
economic recession, and impact of government policies and
laws—study results suggest several additional factors affecting SPM
efforts at the studied university. These factors include unsuitable
organizational culture for SPM, organizational leadership
challenges, hindering hiring and promotion policies and practices,
as well as budget and financial limitations. Moreover, the subject
university is likely to lose about 25% of its fulltime academic and
administrative members within the next five
years. Consequently, this study proposes general
recommendations to policy makers, practitioners, and researchers.
For instance, researchers are encouraged to use this study as a
springboard to carry out follow-up inquiries at the Midwestern
University, investigate SPM efforts in other academic institutions,
and conduct additional studies for refining and enriching…
Advisors/Committee Members: Zimmerman, Judith (Advisor).

► The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based educationmanagementdevelopment programmes (EMDPs)…
(more)

▼ The purpose of this study is to explore school
principals’ perceptions of the possible effects and benefits of
formal university-based educationmanagementdevelopment programmes
(EMDPs) on their practical work in schools. It also aims to inquire
into the kinds of challenges that principals in South Africa,
specifically in the province of KwaZulu-Natal (KZN), are faced with
in the post-apartheid era and their perceptions of the extent to
which these EMDPs meet or fail to meet their needs and those of
their schools. In this study I move from the basic premise that
professional development is critical for all principals and that
given the new conditions that exist in SA post-1994, more than
ever, the ideal situation would be for all principals to be trained
so as to enable them to deal effectively with the changed and
constantly changing conditions that prevail in schools. The study
is guided by the following general research question: What are the
perceptions of school principals of the benefits of formal EMDPs on
their practices in school? The following related questions are also
addressed, namely i) What are the links between formal EMDPs and
the needs of school principals? ii) What kinds of challenges do
principals in KZN face in the post-apartheid era and what are their
perceptions of the extent to which EMDPs have met or failed to meet
their needs and those of their schools? Working in an
interpretivist research paradigm within a qualitative research
design, the inquiry used document analysis, content analysis of
research literature and semi-structured interview methods. Data
were analysed using a grounded theory approach in an effort to make
sense of the meanings that the participants, mainly the school
principals, in this study give to their experiences of EMDPs. One
of the main findings of this study is that some principals
demonstrated the ability to reflect on their professional
development programmes and to make connections between theory and
research and some of the challenges that they encounter. The other
main insights of the study include the following: a) Regarding
their content and context, and according to the participants, EMDPs
in KwaZulu-Natal (KZN) have major shortcomings in relation to needs
assessment and analysis, programmatic aims and objectives,
recruitment and selection of candidates, and field-based learning
experiences. However, EMDPs are perceived to have been successful
in areas such as understanding the environments for which
principals need to be developed, the application of leadership and
managementdevelopment content to organisational settings, and in
their modes of delivery. b) Although a majority of principals
recognised the need to change and work within the new democratic
environment ushered in by the new socio-political dispensation in
SA, a few principals expressed their challenges with engaging in
shared leadership and shared decision making in schools. c)
Pertaining to the perceptions of school principals regarding the
value of EMDPs in KZN, the majority of principals felt…
Advisors/Committee Members: Prof J D Jansen (advisor), Prof J L Beckmann (advisor).

Chalufu, J. (2011). KwaZulu-Natal
school principals’ perceptions of the practical relevance of formal
education management development programmes. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25185

Chalufu J. KwaZulu-Natal
school principals’ perceptions of the practical relevance of formal
education management development programmes. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25185

► The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based educationmanagementdevelopment programmes (EMDPs)…
(more)

▼ The purpose of this study is to explore school
principals’ perceptions of the possible effects and benefits of
formal university-based educationmanagementdevelopment programmes
(EMDPs) on their practical work in schools. It also aims to inquire
into the kinds of challenges that principals in South Africa,
specifically in the province of KwaZulu-Natal (KZN), are faced with
in the post-apartheid era and their perceptions of the extent to
which these EMDPs meet or fail to meet their needs and those of
their schools. In this study I move from the basic premise that
professional development is critical for all principals and that
given the new conditions that exist in SA post-1994, more than
ever, the ideal situation would be for all principals to be trained
so as to enable them to deal effectively with the changed and
constantly changing conditions that prevail in schools. The study
is guided by the following general research question: What are the
perceptions of school principals of the benefits of formal EMDPs on
their practices in school? The following related questions are also
addressed, namely i) What are the links between formal EMDPs and
the needs of school principals? ii) What kinds of challenges do
principals in KZN face in the post-apartheid era and what are their
perceptions of the extent to which EMDPs have met or failed to meet
their needs and those of their schools? Working in an
interpretivist research paradigm within a qualitative research
design, the inquiry used document analysis, content analysis of
research literature and semi-structured interview methods. Data
were analysed using a grounded theory approach in an effort to make
sense of the meanings that the participants, mainly the school
principals, in this study give to their experiences of EMDPs. One
of the main findings of this study is that some principals
demonstrated the ability to reflect on their professional
development programmes and to make connections between theory and
research and some of the challenges that they encounter. The other
main insights of the study include the following: a) Regarding
their content and context, and according to the participants, EMDPs
in KwaZulu-Natal (KZN) have major shortcomings in relation to needs
assessment and analysis, programmatic aims and objectives,
recruitment and selection of candidates, and field-based learning
experiences. However, EMDPs are perceived to have been successful
in areas such as understanding the environments for which
principals need to be developed, the application of leadership and
managementdevelopment content to organisational settings, and in
their modes of delivery. b) Although a majority of principals
recognised the need to change and work within the new democratic
environment ushered in by the new socio-political dispensation in
SA, a few principals expressed their challenges with engaging in
shared leadership and shared decision making in schools. c)
Pertaining to the perceptions of school principals regarding the
value of EMDPs in KZN, the majority of principals felt…
Advisors/Committee Members: Prof J D Jansen (advisor), Prof J L Beckmann (advisor).

► Nearly eight million high school students participate in sports in the United States annually. High school athletic coaches have a unique position to impact students…
(more)

▼ Nearly eight million high school students participate in sports in the United States annually. High school athletic coaches have a unique position to impact students athletically and personally. While coaches play a critical role in the lives of student-athletes, there is no mandated professional development or certification required by most states and school districts (Collins, Barber, Moore, & Laws, 2011; Winchester, Culver, & Camiré, 2012a, 2012b). The problem is that there is a major disconnect from the coaches on school campuses and the available resources. There is little in place to encourage, reinforce, or connect coaches to resources and professional development opportunities.The purpose of this study was to explore and support the professional development needs of high school athletic coaches in Large Unified School District in Southern California. This action research project sought to gather coaches' perceptions on what they reported to need to succeed in their roles. The objective was to utilize the experiential knowledge of veteran coaches and the professional needs of novice coaches to find a general consensus as to what coaches perceive are the essential knowledge, skills, and resources needed to successfully coach high school sports. The findings from this study have confirmed the necessity for supporting all coaches in their daily jobs in order to improve retention rates and success of athletic coaches. The responsibilities of coaches have been exponentially increasing while the compensation and support has been gradually been cut. Coaches are feeling this pressure and desire for help, a veteran coach shared, "Since they are now cracking down and enforcing policies, they also have to spend the same amount of energy to teach it". Key findings included the need for coaches to have teaching skills, knowledge of academic preparation of student-athletes for college, knowledge of rules, protocols, and procedures. Coaches asked that there be an online resource guide that includes links to useful resources and references. The action research process successfully gathered perceptions from a variety of coaches which helped produce a resource guide that will be provided and presented at the annual coaches meeting.

Pelikhova, J. (2014). Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/5p36x78z

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pelikhova, Julia. “Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide.” 2014. Thesis, UCLA. Accessed February 22, 2019.
http://www.escholarship.org/uc/item/5p36x78z.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pelikhova, Julia. “Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide.” 2014. Web. 22 Feb 2019.

Vancouver:

Pelikhova J. Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Feb 22].
Available from: http://www.escholarship.org/uc/item/5p36x78z.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pelikhova J. Supporting the Professional Development Needs of High School Athletic Coaches: an Action Research Project to Create a Coaching Resource Guide. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/5p36x78z

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

North-West University

8.
De Klerk, Natasha.
Analysing entrepreneurial and marketing development skills for small tourism enterprises in the Vaal Triangle region / Natasha de Klerk
.

► Increasing unemployment and low economic growth are of growing concern in the world economy and a recognised intervention to combat these challenges is entrepreneurship. Tourism…
(more)

▼ Increasing unemployment and low economic growth are of growing concern in the world economy and a recognised intervention to combat these challenges is entrepreneurship. Tourism has been acknowledged as an underexploited sector with considerable potential for addressing these challenges. In order to advance entrepreneurial activity, it is essential for students to possess the necessary entrepreneurial skills. However, the absence of consensus on the content of training courses and curricula is currently a concern in the field of entrepreneurship. South African higher education institutions need to redefine their roles and academics should take heed, and ensure that the curricula that they provide correspond with the requirements of practitioners. Through analysing the development skills of successful entrepreneurs, the focus of training courses and curricula can be established. This study constitutes exploratory research into an important issue facing many higher education institutions today and is supported by a detailed literature review and an empirical study. Higher education institutions have to remain competitive due to the turbulent and changeable environment within which they operate. The literature review, in accordance with the scope and limitations of the study, concentrated on the principles of tourism management, together with the entrepreneurial and marketing development skills essential to tourism entrepreneurs. For the empirical part of the study, a self-administered questionnaire was sent to a sample of tourism enterprise owners, tourism management academics and tourism management students. The objective was to develop a set of guidelines for the content of the entrepreneurship and marketing subjects for tourism management students. The research findings provide a balanced view in that they incorporate the perceptions of tourism enterprise owners, tourism management academics and tourism management students. The skills analysed within this study, together with the suggested implementation method, can be used to guide the structured integration of the development of these skills into tourism management programmes. The intention of the study was to cover a wide range of entrepreneurial and marketing development skills essential for the tourism entrepreneur, so that a clear set of skills could be formulated for the recommended inclusion into the content of tourism entrepreneurship and marketing curricula.

This research treats of the relationship of education and work, with the view of beyond the horizon of the Market in of the oligarchies, where is possible to materialize experiences, even in the middle of a capitalist society may reverberate new alternative constructions to the organic development of people and yours life places. The experience that I have focused had an articulation of secretaries and vice secretaries of education known for Portal da Educação from the Baixada Maranhense. The analysis of this object had like objective show the possibilities and existing impasses in the implementation of educational projects with agreements intercities and intersectoral that have like reason promote the sociocultural dynamics and socio-economic of areas and poor territories. I started this work looking to Baixada Maranhense from the past and the present and to deepen my studies I focused just in part of the areas that currently are the area delimited for the Ministery of Agrarian Development (MDA) like Território Campos e Lagos (territories fields and lakes). After studies, analysis of documents, of projects and field research I started a careful reflection about the arrangements and education networks that if implanted could promote the territorial development.

► Substance use disorders (SUD) can lead to many adverse health effects including nutritional deficiencies and malnutrition. Research shows that proper nutrition can have a…
(more)

▼ Substance use disorders (SUD) can lead to many adverse health effects including nutritional deficiencies and malnutrition. Research shows that proper nutrition can have a positive effect on recovery outcomes; however, nutrition services and education are often undervalued and not adequately utilized in substance abuse treatment centers. Previous research indicates that barriers to healthy eating are often due to ones lack of self-confidence in preparing and purchasing healthy foods. The purpose of this study was to investigate the effectiveness of a "hands-on" nutrition and culinary intervention in a SUD treatment center. Specifically, this study measured the participants' positive and negative attitudes towards cooking, as well as their perceived self-efficacy in relation to purchasing and preparing healthy foods. There was a significant difference in the participants' overall self-efficacy related to food preparations skills, specifically in their ability to prepare whole grains. Participants also became more confident in purchasing whole grain products by the end of intervention. Further review of the study revealed that the participants' enjoyment of cooking increased significantly after completion of the cooking classes.

► Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of…
(more)

▼ Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher educationmanagement, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.

Murphy, J. (2014). Managing professional development of academic staff to enhance university performance. (Doctoral Dissertation). University of Bath. Retrieved from http://opus.bath.ac.uk/50935/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301

Chicago Manual of Style (16th Edition):

Murphy, Jennifer. “Managing professional development of academic staff to enhance university performance.” 2014. Doctoral Dissertation, University of Bath. Accessed February 22, 2019.
http://opus.bath.ac.uk/50935/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.

Murphy J. Managing professional development of academic staff to enhance university performance. [Doctoral Dissertation]. University of Bath; 2014. Available from: http://opus.bath.ac.uk/50935/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301

North-West University

14.
Malan, Annadene Charlotte.
Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan
.

► The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information…
(more)

▼ The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information communication technology (ICT) to enhance the effectiveness of management in a school. A great deal of concern, however, is the ineffective use of ICT in school management. Although some school leaders are aware of the multiple advantages of the use of ICT in school management, they do not incorporate it in the management of the school. Research has identified that one of the main advantages and opportunities for the use of ICT in school management is that it is less time consuming because it reduces paper work. The ineffective use of ICT in school management seems to be even more of a problem in rural and township primary schools.
The White Paper on e-Education states that “every South African manager, teacher and learner in the general and further education and training bands will be ICT capable” by 2013. The most important finding is that, despite the increase in educational and technological development of information communication technology in South Africa, school leaders are still not capable of using ICT effectively to manage their schools. Even though the use of technology is encouraged, it is not used efficiently by school leaders to manage their schools. Literature indicates that little research has been done as yet regarding the use of ICT by school leaders in school management.
In the light of the above-mentioned, the need arises to determine and understand what the training needs of school leaders are for them to effectively use ICT in managing their schools. The aim of the research was firstly, to determine the importance of the use of ICT in the management of schools. Secondly, to establish the role ICT currently plays in the management of schools. Lastly, to determine the specific training needs of school leaders for them to effectively use ICT in managing their schools.
In this research qualitative methodology was used which is embedded in the interpretive paradigm. The qualitative strategy of inquiry was phenomenological. The qualitative approach attempted to examine personal experiences and viewpoints of interviewed school leaders with regards to their training needs concerning the use of ICT in school management. The method of data collection was individual semi-structured interviews, based on the literature review. Interviews were recorded by the researcher using an audio
recorder. The trustworthiness of the collected data was ensured. Collected data was transcribed and analysed by means of the computer software programme Atlas ti™.
The main findings of the research include:
- Findings with regard to the importance of the use of ICT in the management of schools.
ICT is an important tool that makes school management easier and less time consuming.
- Findings with regards to the current role ICT plays in school management.
Even though school leaders realise the importance of the use of ICT, it does not play an important role in…

Malan, A. C. (2014). Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15386

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Malan, Annadene Charlotte. “Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan
.” 2014. Thesis, North-West University. Accessed February 22, 2019.
http://hdl.handle.net/10394/15386.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Malan, Annadene Charlotte. “Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan
.” 2014. Web. 22 Feb 2019.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malan AC. Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan
. [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15386

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Drexel University

15.
Reed, Michael J.An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania.

Instructional coaching has been recognized as a research-based professional development model that improves teacher practice and increases student achievement. The problem is that most secondary…
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Instructional coaching has been recognized as a research-based professional development model that improves teacher practice and increases student achievement. The problem is that most secondary schools attempting to implement instructional coaching fail to have instructional coaches work directly with teachers for an adequate amount of time, which minimizes the effect of the coaching process. The purpose of this explanatory mixed-methods study was to examine how classroom teachers perceived instructional coaching at an urban high school in Pennsylvania and to measure the relationship of teachers’ experience and content assignment to their receptivity to coaching. Three classroom teachers were interviewed several times using a phenomenological approach to explore how classroom teachers perceived and experienced instructional coaching. The classroom teachers credited instructional coaching with improving how they taught and planned, increasing active engagement throughout the school, decreasing behavioral infractions from students, increasing student achievement results, and creating a school-wide collaborative environment. Through the interview process, common themes emerged regarding the desired skill sets of an instructional coach, the challenges with implementing instructional coaching at the high school level, and the coaching approaches that had the greatest effect on changing instructional practice. Teachers reported that the interpersonal skills and instructional expertise of the coaches and a positive work environment established by the administration were essential for instructional coaching to affect teacher practice within a high school setting. Prior to the qualitative interviews, 77 classroom teachers completed an adapted version of the Teacher Reflection and Impact Survey to investigate the relationships, characteristics, and impact of the instructional coaching model being implemented at the research site. The study found statistically significant differences when comparing how content area affects receptivity to instructional coaching. Although all content area scores were considered high, the results indicated that mathematics, science, and elective teachers had significantly higher receptivity scores than the English and social studies teachers. Differences were also found when comparing how teacher experience affected receptivity to coaching; however these differences were not statistically significant. Keywords: Instructional coaching, professional development, teacher effectiveness, receptivity, implementation, high school

Reed, M. J. (2015). An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6436

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed MJ. An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6436

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Drexel University

16.
Haldeman, Tabetha.
Through A Practitioner's Lens: A Phenomenological Investigation of Educators' Perceptions and Descriptions of Professional Development.

Despite a multitude of funds allocated toward professional development each year by districts and the Department of Education, research indicates the participants of professional development…
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Despite a multitude of funds allocated toward professional development each year by districts and the Department of Education, research indicates the participants of professional development believe this is an area needing to be improved. While many authors have cited characteristics of effective professional development, few studies have told the story of professional development from the perspective of the participants. The purpose of this phenomenological study was to identify how elementary teachers and administrators perceive and describe their experiences with professional development. Data was collected through three one-on-one, semi-structured interviews with two practicing administrators and four elementary school teachers who are curriculum leaders. The participants represented three buildings within a district in Pennsylvania, and have served as both participants and facilitators of professional development. Applying a social constructivist worldview, the data was bracketed and analyzed for common experiences and themes using the Nvivo software, to understand the essence of the experience of professional development. There were five common themes that emerged from the study. First, adult learners need time to collaborate as they process the learning. These conversations are most effective when the individuals share common grade levels and when they occur immediately following the learning. Second, professional development is most effective when it is meaningful and relevant to the classroom and its students. Because the primary purpose of professional development is to improve the teacher and therefore, positively influence the academic performance of the students, participants need to understand how the learning will immediately transfer to the classroom. Third, when participant engagement is high, the effectiveness of the professional development increases. Participants find greater benefits in sessions where they interact with the material, direct their own learning and have an opportunity to talk together. Fourth, the most effective professional development is structured in such a way to allow a continuous cycle of teaching and learning, over a period of time. When new information is presented, participants want to return to the learning later to extend, share or refine their knowledge and application of the material. Finally, teachers and administrators share many common beliefs regarding effective and ineffective professional development.

Haldeman, T. (2015). Through A Practitioner's Lens: A Phenomenological Investigation of Educators' Perceptions and Descriptions of Professional Development. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6422

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haldeman T. Through A Practitioner's Lens: A Phenomenological Investigation of Educators' Perceptions and Descriptions of Professional Development. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6422

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Researchers have identified that experienced teachers are essential to raising student achievement and that effective professional development is a key element in both retaining classroom…
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▼ Researchers have identified that experienced teachers are essential to raising student achievement and that effective professional development is a key element in both retaining classroom teachers and raising student achievement. However, researchers have focused primarily on the traditional sources of professional development offered through schools, districts, and university programs. Little attention has been given to the effects of teacher-oriented, non-profit foundations that offer professional development outside of the traditional educational community.
Fund for Teachers, a nonprofit organization, awards teachers grants of up to 5000 dollars for summer fellowships to engage in personally designed professional development. This study surveyed a random sample of the over 3500 participants who had received FFT grants between 2001 and 2008 to discover the effect of the FFT grant experience on relational status, and teacher retention in the classroom.
After factor and multiple regression analyses, the findings indicate the effects of the FFT grant experience and teacher identity had significant positive effects on teachers’ relational status within the educational community. And, more importantly, the fellowship’s effect on teachers’ classroom practice was significantly predictive of the participants’ job satisfaction.
This study contributes to professional development and teacher retention research in two ways. Its findings support the current understanding of the powerful role effective, professional development can play in increasing teachers’ job satisfaction. The study also
expands that understanding and identifies the potential contribution to teacher retention by non-profit foundations that provide teacher-designed, effective professional development.
Advisors/Committee Members: Holland, Patricia E. (advisor), Horn, Catherine (committee member), Lee, Mimi (committee member), Busch, Steven D. (committee member).

► This hermeneutical study examined the lived experiences of health information managers with 20+ years of experience in the complex and ever-changing environment of healthcare. The…
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▼ This hermeneutical study examined the lived experiences of health information managers with 20+ years of experience in the complex and ever-changing environment of healthcare. The purpose of this research was to gain a deeper understanding of the experiences of credentialed health information managers with 20+ years of experience who have experienced moving from a paper-based medical record system to an electronic health record system. Eight credentialed health information managers were interviewed. They shared their experiences over the past 20+ years in the health information management profession. I conducted individual interviews of each participant. Four themes emerged and were emailed to the participants for verification. Four major themes were agreed upon: 1). Commitment to Data Quality, 2). Managing a Workforce in the Electronic Health Record environment, 3). Gender and Sexual Orientation Bias Experiences, and 4). Commitment to Collaboration. The knowledge gained in this study may help practitioners who are implementing electronic health record systems, other healthcare personnel who are implementing electronic health records, human resource development practitioners working in healthcare environments, and educators working with students in accredited health information management programs.

Valerius, J. D. (2014). Experiences of health information managers with 20+ years of experiences in the complex and ever-changing healthcare environment. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162695

Chicago Manual of Style (16th Edition):

Valerius, Joanne Dorothy. “Experiences of health information managers with 20+ years of experiences in the complex and ever-changing healthcare environment.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 22, 2019.
http://hdl.handle.net/11299/162695.

Valerius JD. Experiences of health information managers with 20+ years of experiences in the complex and ever-changing healthcare environment. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/11299/162695.

Council of Science Editors:

Valerius JD. Experiences of health information managers with 20+ years of experiences in the complex and ever-changing healthcare environment. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162695

University of Missouri – Columbia

19.
Rathje, Lonelle.
Women in university fund raising: how they understand their roles as leaders in middle management.

► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to answer the research question of how women understand…
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▼ [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to answer the research question of how women understand their roles in middle management, public higher education fund raising. This qualitative study, targeting two public universities in the western region of the U.S., found the current climate of higher education leadership is not consistent with how female directors of development identify as leaders. The overarching essence, “The Ideal and Real: Conflicts and Consequences,” highlights the dualistic culture present in fund development organizations in the universities studied. The power play between the realities of organizational work lives and the authentic needs of the women created a complex balancing act for the female participants. The participants believe that upper management publicly projects the accepted ideals of leadership, yet in the end top-down decision making is favored. This dominant and more valued approach to leadership - a power approach - results in conflicts and consequences for the female participants. The women believe their needs, contributions and opportunities to advance are of marginal importance to their universities. Therefore, as key middle-management leaders who secure needed financial support - amid the changing landscape of financing public higher education - the female participants are unhappy with their work lives and are considering alternatives to working in higher education long term. Importantly, this study found that participants are voicing the need for a learner-centered approach to leadership.
Advisors/Committee Members: Hart, Jennifer L. (Jennifer Lynn), 1967- (advisor).

Rathje, L. (2012). Women in university fund raising: how they understand their roles as leaders in middle management. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15179

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Thesis, University of Missouri – Columbia. Accessed February 22, 2019.
http://hdl.handle.net/10355/15179.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rathje, Lonelle. “Women in university fund raising: how they understand their roles as leaders in middle management.” 2012. Web. 22 Feb 2019.

Vancouver:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10355/15179.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rathje L. Women in university fund raising: how they understand their roles as leaders in middle management. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15179

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Waikato

20.
Pudin, Susan.
Development of an environmental education programme for waste management with local communities in Sabah, Malaysia
.

► Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart…
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▼ Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart and instil knowledge, skills, attitudes, motivations and commitment among the population to work towards environmental solutions, problem prevention and to live sustainably. This research focussed on non-formal environmental education with adults in communities in Sabah, Malaysia.
In Sabah, solid waste is a significant problem, and oil palm plantations are one of the main agricultural activities that produce solid agricultural waste or by-products in rural areas. This research focussed on co-constructing an environmental education programme for waste management with villagers, including the independent oil palm smallholders, in local communities in Beaufort, Sabah.
This research has elements of both interpretivism and a critical theory approach. It has elements of interpretivism because of the interaction with the local communities to obtain their views and perceptions on waste management practices in their own areas. It was also partially aligned with the critical theory paradigm because it sought to create positive changes among the communities in terms of waste management practices by providing an avenue for discussions, creating empowerment and collaboration.
The theoretical principles of community environmental education drawn from the areas of community education and environmental education guided the framing of the research design. Data were collected in two stages. Stage one involved interviews with government officers, a community survey and a focus workshop with two rural communities. This data combined with the theoretical principles of community environmental education guided a co-construction of an educational programme on waste management for the two communities. Stage two involved the programme implementation, and an evaluation process which included a survey, interviews and observation. All closed and scale questions in both surveys were analysed quantitatively. The open-ended data gathered from the questionnaires, interviews, focus workshop and observation were analysed using thematic analysis.
This study found that the communities had a genuine concern for the environment and a desire to improve their waste management practices. However, they did not seem to know how to do so, and their knowledge of environmental and waste management issues seemed low. An attitude-behaviour gap in which favourable environmental attitudes were not matched by environmentally-friendly behaviours was also observed. The community members were unaware or uncertain about guidelines that might guide their waste management. It was also reported there was a lack of environmentally-friendly options such as waste disposal and recovery facilities and services, as well as alternatives for proper disposal in their villages.
Change in attitudes and behaviour among the community seemed slow to progress, and it was found that changes in waste management…
Advisors/Committee Members: Eames, Chris W (advisor), Williams, John (advisor).

Pudin, S. (2015). Development of an environmental education programme for waste management with local communities in Sabah, Malaysia
. (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/9675

Chicago Manual of Style (16th Edition):

Pudin, Susan. “Development of an environmental education programme for waste management with local communities in Sabah, Malaysia
.” 2015. Doctoral Dissertation, University of Waikato. Accessed February 22, 2019.
http://hdl.handle.net/10289/9675.

Pudin S. Development of an environmental education programme for waste management with local communities in Sabah, Malaysia
. [Internet] [Doctoral dissertation]. University of Waikato; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10289/9675.

Council of Science Editors:

Pudin S. Development of an environmental education programme for waste management with local communities in Sabah, Malaysia
. [Doctoral Dissertation]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9675

This research paper is a study of the effectiveness of knowledge sharing within the communities of practice (CoPs) in a financial institution…
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M.Comm. (Business Management)

This research paper is a study of the effectiveness of knowledge sharing within the communities of practice (CoPs) in a financial institution in South Africa. Specifically, the focus is on investigating the requirements for establishing CoPs that share knowledge effectively within this organisation. This was achieved through understanding the current state of knowledge sharing within the CoPs, identifying critical factors for effectively sharing knowledge and thereafter determining reasons for a CoP not being effective in sharing knowledge. The results showed that there is still a long way to go to ensure the effectiveness of knowledge sharing through CoPs. The CoPs within this financial institution are informal in nature, and therefore not necessarily given the attention that they deserve. Time used for CoPs is not maximised effectively, which reduces the chances of their effectiveness and improvement of productivity. Lack of effective system infrastructure to support knowledge sharing is also a massive challenge for the CoPs, as is not having virtual Cops to reduce challenges faced in the use of face-to-face CoPs. The literature review in chapter 2 of this paper covers the importance of the role of technology in supporting knowledge sharing, which is supportive to this finding.

Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the…
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M.Comm.

Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the new educational system, where physical education is being phased out due to the new teacherpupil ratios, school sport has to take over the role of physical education. The focus has shifted to school sport to fulfill the educational role, in terms of sport previously done by physical education. A case study was done at a school where the management of educationally justified school sport and physical activities was analyzed. The problem of what the management of the educationally justified school sport and physical activity would entail is seen as the central point of this study. To solve this main problem three sub-problems should be addressed, namely: • what educationally justified school sport and physical activities entail? • what the management of school sport and physical activities entail? • how the management of educationally justified school sport and physical activities manifested in a school? As a result of the problem statement, the all-encompassing aim of this study is to develop criteria for the management of educationally justified school sport and physical activities. In order to achieve this all-encompassing aim, it was necessary to: • describe the role of educationally justified school sport and physical activities~ • analyze and describe the management of school sport and physical activities; and • analyze the management of educationally justified school sport and physical activities in a school. To find possible solutions to the stated main- and sub-problems, the development of children and the role the school has to play in that development was described in the literature study. Management and all the different management functions were also described in the literature study. A case study was undertaken to analyze and describe the management of educationally justified sport and physical activities in a school. A questionnaire was compiled and handed out to the teachers involved in school sport and physical activities to complete. A structured interview was also compiled and iv the two members of the top management involved with sport and physical activities were interviewed. The following conclusions were drawn from the literature survey research: • school sport and physical activities will be educationally justified if children are led to achieving an all round development through their participation in school sport and physical activities. • it is essential that teachers realise that sport and physical activities are an extension of the classroom and it can be used as a tool in the development of children to total adulthood. • for management to be successful it needs to adhere to the following functional areas. This includes: • the marketing function; • the external relations function; • the financial function; • the human resources function; • facility and event management; • risk management. The following conclusions were drawn from the case…

► The researcher was appointed into the position of General Manager within the Clothing and General Merchandise Supply Chain in a large retail organisation as part…
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▼ The researcher was appointed into the position of General Manager within the Clothing and General Merchandise Supply Chain in a large retail organisation as part of a transformation strategy to turn around a business unit which had historically been delivering substandard performance and had led to significant impacts on organisational performance. Despite the organisation having a number of mechanisms in place to assist line managers to manage the life cycle of an employee during their employment, the performance measures as well as selection of a talent pipeline were measured against the framework of an underperforming environment. Competence was therefore benchmarked on overrated performance against underrated goals which led to ineffective performance and no validity in talent identification. Critical Realism was chosen as an ontological philosophy. Data was generated through four research cycles and processed through grounded theory meta-synthesis methodology. Four core variables emerged from the research: Identification of inherent DNA required for talent succession development, Quality of leadership, Effectiveness of a performance plan and Leading with heart. The driving variable within the balancing loop identified in the causal mechanism was Quality of leadership which is the initial point of influence in the system, and sets off a chain of cause and effect interactions between all the other variables, resulting in either a positive or negative stabilization within this system. This research suggests interventions and mechanisms to improve performance while simultaneously developing a future fit workforce who have the ability to focus on a number of moving parts at the same time. Efficiency is created through their competence in ensuring outstanding operational performance, the engagement and effective management of staff as well as the ability to handle constant change, complexity and uncertainty. The theory built, as well as the proposed interventions and mechanisms were tested and modified within the environment and delivered significant business results. The results achieved as a result of the implementation of the theory, are therefore concrete evidence of relevance, validity and utility. Contributions to practice, theory and research are discussed in this closing chapter of this dissertation.
Advisors/Committee Members: Ryan, Tom (advisor).

The need for better safety education of university students has been a critical issue for health and safety associations and industry representatives as far back…
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The need for better safety education of university students has been a critical issue for health and safety associations and industry representatives as far back as the 1980s. In this project, an industry-inspired methodology to address this gap was designed and tested. The proposed integrated curriculum was developed in partnership with subject matter experts external to the university to guide students from low- to high-level learning outcomes defined by the Revised Bloom’s Taxonomy. This curriculum is intended to be implemented using online learning modules spread throughout undergraduate studies in Sciences, Technologies, Engineering and Mathematics. A sample eLearning module was developed using this method and tested on students within a university program. The program successfully increased the students’ knowledge in safety and risk management and demonstrated that partnership with subject matter experts can accelerate development and implementation of such programs to maximize impact.

Jadidian, P. (2018). Design of an Integrated Curriculum of Online Learning Modules to Facilitate Delivery of Safety Education within Existing University Programs. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91557

Chicago Manual of Style (16th Edition):

Jadidian, Parnian. “Design of an Integrated Curriculum of Online Learning Modules to Facilitate Delivery of Safety Education within Existing University Programs.” 2018. Masters Thesis, University of Toronto. Accessed February 22, 2019.
http://hdl.handle.net/1807/91557.

Jadidian P. Design of an Integrated Curriculum of Online Learning Modules to Facilitate Delivery of Safety Education within Existing University Programs. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91557

25.
Wiggins, David J.Development
and perceptions of rural arts experiences: a case study of the
Marshall County Arts Cooperative.

► Various challenges face rural areas when providing programs similar to those offered by their suburban counterparts. It is difficult for rural areas to provide experiences…
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▼ Various challenges face rural areas when providing
programs similar to those offered by their suburban counterparts.
It is difficult for rural areas to provide experiences that larger
urban and metropolitan areas can offer. Cooperation is vital to
developing arts programming in rural areas. Development and
Perceptions of Rural Arts Experiences: A Case Study of the Marshall
County Arts Cooperative (MCAC) represents a unique setting where
students, teachers and community members were given opportunities
to collaborate for the common good of all participants.
On
September 2nd, 2005 a two-year plan was approved to make a
Community Arts Program a reality and operational in all parts of
Marshall County, Kansas. Under the guidance of Kansas State
University Music Education Department, the researcher developed and
studied the Marshall County Arts Cooperative (MCAC). Perceptions of
Marshall County students, parents, educators and community members
were analyzed. MCAC programs worked in continued cooperation with
area public and private schools and eleven arts organizations
within Marshall County. The plan provides for the documentation of
the project with a completed doctoral dissertation entitled:
Development and Perceptions of Rural Arts Experiences: A Case Study
of MCAC.
The research design is framed into four main categories:
(1) MCAC Development, (2) Rural Locale Codes, (3) Arts Experiences
and (4) Perceptions of MCAC. A diverse collection of samples
include, direct and indirect observation, interviews, documents,
artist rosters and audio/video artifacts. Following a thorough
analysis, emerging themes provide insight into the development and
implementation of the MCAC. Results indicate that cooperation from
a variety of people including staff, artists, students, educators
and community members played a significant role in the success of
MCAC and experiences created diversity in remote and isolated
areas.
Advisors/Committee Members: Jana R. Fallin.

Wiggins, D. J. (2013). Development
and perceptions of rural arts experiences: a case study of the
Marshall County Arts Cooperative. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15175

Chicago Manual of Style (16th Edition):

Wiggins, David J. “Development
and perceptions of rural arts experiences: a case study of the
Marshall County Arts Cooperative.” 2013. Doctoral Dissertation, Kansas State University. Accessed February 22, 2019.
http://hdl.handle.net/2097/15175.

Wiggins DJ. Development
and perceptions of rural arts experiences: a case study of the
Marshall County Arts Cooperative. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15175

Drexel University

26.
Angelo, Louis L.A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards.

► The purpose of this mixed methods study was to conduct a program evaluation of a high school student leadership academy to compare participants' learning outcomes…
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▼ The purpose of this mixed methods study was to conduct a program evaluation of a high school student leadership academy to compare participants' learning outcomes to the NASET youth development and leadership standards. A high school in western Pennsylvania had facilitated a youth leadership development program since 2010, and although the curriculum was intentionally created from a specific leadership framework, it had never been evaluated to ensure implementation fidelity. In addition, demonstrated learner outcomes had never been measured for alignment with the NASET (National Alliance for Secondary Education and Transition) youth development and leadership standards. The NASET youth development and leadership standards identified three areas of research focus to support the standards: social emotional learning, self-determination, and leadership practices and behaviors. Methodology included incorporating both the process and the product components of the Context Input Process Product evaluation model (CIPP), along with other quantitative and qualitative data to evaluate fidelity of implementation of the Student Leadership Academy and learners' leadership skills and disposition outcomes. A mixed methods research design embedded in the CIPP program evaluation model was used to answer the research questions, which aligned with the researcher's constructivist and worldview philosophy and created a validating base for the research design. The following goals guided the program evaluation study: (Process) examined how the Student Leadership Academy is currently being implemented. (Product) determined to what extent the anticipated student and programmatic short-term and intermediate leadership skills outcomes of the Student Leadership Academy are being realized in alignment with NASET standards. The central research question was: How does high school student participation in a student leadership academy at a high school in western Pennsylvania contribute to the achievement of the NASET youth development and leadership standards? Additional research questions were as follows: (Process) How are the components of the High School Leadership Academy currently being implemented? (Process) What factors serve to facilitate implementation? (Product) To what extent have student outcomes in Phase I of the Student Leadership Academy been impacted as a result of the weeklong summer leadership workshop? (Product) To what extent do teachers and parents believe students display leadership practices that are attributable to their participation in the Student Leadership Academy? Results showed that student achievement of the ILOs was evident from the data collection, analysis and triangulation. The intentional design of the Student Leadership Academy and implementation of the lesson plans created a climate and learning environment that fostered personal growth and development and leadership growth and development. The study concluded achievement of the ILOs and the NASET youth development and leadership standards, which also…
Advisors/Committee Members: Pittman, Joyce, School of Education, Drexel University.

Angelo, L. L. (2014). A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4527

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Angelo, Louis L. “A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards.” 2014. Thesis, Drexel University. Accessed February 22, 2019.
http://hdl.handle.net/1860/4527.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Angelo, Louis L. “A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards.” 2014. Web. 22 Feb 2019.

Vancouver:

Angelo LL. A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/1860/4527.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Angelo LL. A Program Evaluation: Assessing The Implementation Fidelity Of A High School Student Leadership Academy’s Curriculum And Evaluating Demonstrated Learner Outcomes For Alignment With The NASET Youth Development And Leadership Standards. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/4527

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of Arkansas

27.
Smith, Elecia Cole.
Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2014, University of Arkansas

► Understanding the prerequisites for career advancement helps to keep employees motivated and engaged. However, in the higher education (H.E.) workplace, where formalized career ladders…
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▼ Understanding the prerequisites for career advancement helps to keep employees motivated and engaged. However, in the higher education (H.E.) workplace, where formalized career ladders are sparse and ambiguous for staff personnel - especially those in professional academic advising - employees who are interested in career advancement into mid-level administration (MLA) are often left to maneuver the professional, political, and social landscape unescorted. Some manage to find their way just fine, while others become frustrated or stagnant or decide to leave academia entirely. For those who create their own path and find their way to mid-level administration, what is their secret?
The purpose of this study was to learn about the career self-management behaviors of MLAs who formerly served as professional academic advisors (PAAs) and the career capital they believed was helpful for advancement into mid-level administration. This study investigated why participants believed they were successful in attaining their positions without formalized career paths into administration from academic advising and endeavored to increase the awareness of the academic advising community about an appropriate career self-management agenda for those that desire administrative positions in H. E.
This study referred to Protean Career Theory and Career Capital as its theoretical framework. A qualitative research approach and a constructivist grounded theory data analysis method were used to facilitate an examination of actions, intentions, and processes and the meaning that the fifteen participants assigned to each concept. Three primary themes were identified that facilitated an understanding of the career experiences of the participants. Comprehending Who They Are, The Career Challenges they Overcame, and The Career
Strategies they Employed provided useful insight into their career self-management tactics, and offered some possible explanations for the career advancement they experienced.
The findings are discussed within the context of the research questions and through the lens of the current literature. A model depicting the career self-management process and how it appeared to function in the lives of the participants was explained. A disclosure of the limitations of the study and suggestions for future research and recommendations for PAAs, Human Resource Development (HRD) professionals completed the research report.
Advisors/Committee Members: Carsten Schmidtke, Ketevan Mamiseishvili, Trevor Francis.

Smith, E. C. (2014). Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/2293

Chicago Manual of Style (16th Edition):

Smith, Elecia Cole. “Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors.” 2014. Doctoral Dissertation, University of Arkansas. Accessed February 22, 2019.
http://scholarworks.uark.edu/etd/2293.

MLA Handbook (7th Edition):

Smith, Elecia Cole. “Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors.” 2014. Web. 22 Feb 2019.

Vancouver:

Smith EC. Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Feb 22].
Available from: http://scholarworks.uark.edu/etd/2293.

Council of Science Editors:

Smith EC. Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: http://scholarworks.uark.edu/etd/2293

Higher education institutions (HEIs) have a role to play in the transition to a more sustainable society through academics and managing their operations using…
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Higher education institutions (HEIs) have a role to
play in the transition to a more sustainable society through
academics and managing their operations using sustainable
practices. This study aims to deepen our understanding of Canadian
HEIs engaging in sustainability by investigating the content of
sustainability policies and plans from a sample of 21 Canadian HEIs
that have completed the Sustainability, Tracking, Assessment and
Reporting System (STARS). A content analysis of sustainability
policy and plan documents was conducted to understand: 1) how the
policies conceptualize sustainability and a sustainable campus; 2)
the sustainability goals outlined in the policies and plans; and 3)
if the plans employ best practices of plan creation and design. The
study found that most HEIs conceptualized sustainability as having
environmental, economic, and societal aspects, and campus
sustainability as including research, education, operations, and
community outreach domains. Most policy and plan goals emphasized
the environmental aspects of the facilities domain, while on-campus
social and economic goals were less prevalent. While most
sustainability plans were described as being created through a
broad collaborative process, far fewer plans had assigned timelines
and parties responsible for attaining the sustainability goals as
was recommended in the literature. These findings are of importance
to campus sustainability practitioners who are seeking to create or
update their sustainability policies and plans, and for scholars
interested in the role of these documents in promoting campus
sustainability.

► Reflective practice is a means towards professional development. Research has focused on various approaches toward reflective practice, emphasizing factors including overall goals of professional development,…
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▼ Reflective practice is a means towards professional
development. Research has focused on various approaches toward
reflective practice, emphasizing factors including overall goals of
professional development, process, action which is taking place (or
took place), and approaches related to thinking through problems or
making decisions. In the field of adult basic education (ABE),
research focusing specifically on the professional development of
managers of these programs is scarce. Also, research linking
reflective practice and the professional development of managers of
ABE programs is practically non-existent. The purpose of this
qualitative, phenomenological study was to: 1) explore ABE
managers’ perceptions of how they develop professionally, and 2)
explore the role of reflective practice in their professional
development process. Ten managers of ABE programs were interviewed
through one-on-one, semi-structured questions, and data was
analyzed through analysis of transcriptions. The data was further
triangulated through follow-up e-mails, member-checking, and an
electronic field journal. Findings of this study found that
professional development of ABE program managers occurs through
reflective practice. In particular, five kinds of reflective
experiences emerged as the most prevalent among all of the
participants, including: 1) reflective dialogue, 2) reflection on
practice, 3) reflection on self, 4) reflection on decision-making,
and 5) reflection on values. These experiences led managers to
develop professionally in a variety of areas of practice,
including: working through difficult situations, developing
relationships, discovering multiple solutions, self-management and
monitoring of skills, understanding the importance of commitment,
building trust in others, formulating opinions, developing an
understanding of politics, reaffirming decisions, developing
humility and introspection, and taking action. Based on these
findings, a discussion focusing on implications for theory and
practice is presented.

► This study investigated managementdevelopment as a task of school managers by focusing on: • the need for a new educationmanagementdevelopment approach in…
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▼ This study investigated managementdevelopment as a task of school managers by
focusing on: • the need for a new educationmanagementdevelopment approach in South African schools; • the nature and scope of managementdevelopment; • the international and national perspectives on the educationmanagementdevelopment practice; • current educationmanagementdevelopment activities in Gauteng schools; and • an educationmanagementdevelopment model for Gauteng schools.
The literature study exposed the need for a new educationmanagementdevelopment
approach in South African schools, the nature, scope and major aspects of
managementdevelopment. Furthermore, managementdevelopment approaches,
techniques and methods as well as guidelines for a new holistic approach are
described. The investigation into the educationmanagementdevelopment practice for
school managers exposed advanced levels in this regard in the UK and USA.
Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes
for school managers. South Africa is focusing on a holistic approach, with a
significant step taken being, the establishment of the National Institute for EducationManagementDevelopment.
The empirical study consisted of a structured questionnaire distributed to a sample
population of I 08 school principals, 80 deputy principals and 210 heads of
departments to investigate their managementdevelopment needs, experiences and
activities. Main findings revealed a lack of training for school management,
uncoordinated educationmanagementdevelopment programmes, with existing ones
being reactions to crisis situations, and ill-defined management roles for school
managers. School principals seem solely responsible for school management, thus
exposing a need for a school-based managementdevelopment approach.
The managementdevelopment model developed for Gauteng schools focuses on
whole-school development, recognises the participatory management vision of the
new education system, includes stakeholder involvement in educationmanagementdevelopment and provides school managers with a model that employs the ODE
Quality Assurance Framework.
The major recommendations flowing from this study include customising educationmanagement linguistics for South Africa, defining job descriptions for school
managers, preparing and inducing school managers, setting educationmanagement
qualifications for educationmanagement posts and institutionalising the National
Institute for EducationManagementDevelopment.